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SGPE SWIMMING 2
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SGPE SWIMMING 2

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  1. SGPE SWIMMING 2

  2. ROLES & RESPONSIBILITIES • For each type of activity people are required to take different roles. • A ROLE is the part that a person plays in an activity. • Different roles have different requirements to fulfil that role – these are your responsibilities!

  3. ROLES & RESPONSIBILITIES (PERFORMER) • When performing as an individual or as part of a group/team, you must understand your responsibilities to perform that role to the best of your ability. • Some players will have more Defensive roles where as others will be required to Attack within a team formation. • The individual role you adopt is dependent upon many factors; • Physical Fitness • Skill Related Fitness • Skill levels • Decision making qualities

  4. ROLES & RESPONSIBILITIES (DIFFERENT ROLES) • Your SGPE course will require you to adopt a range of different roles in addition to being a performer. • Official • Responsible for activity taking place within the rules, the score is correct and players are treated equally • Coach • Person who works on the skill level and works out tactics for that activity • Helper • Feed the ball/shuttle to help partner practice skills • Opponent • Act as an opponent so skills can be practiced in game like situations • Can you name the different roles and responsibilities you encountered during your swimming block?

  5. PHYSICAL QUALITIES • Physical Qualities a person has will have an effect on the activities/roles they take part in. • Physical Qualities can be seen on a person. • Physical Qualities include: • Height, Strength, Speed, Eye sight, Weight, Stamina, Flexibility • Football Winger • Needs Speed and Strength to beat opponents • Gymnastics performer • Needs Flexibility • Swimmer • Needs Speed, Strength, Stamina and Long Levers

  6. PERSONAL QUALITIES • Personal Qualities are qualities not able to be seen by looking at a person. • They make a person who they are and have an effect on their performance. • Personal Qualities include: • Determination, Motivation, Leadership, Concentration, Fairness • Swimmer having a bad race • Needs Determination • Football Referee • Needs high levels of Concentration • Captain of a hockey team • Needs good Leadership

  7. FEEDBACK • When learning or practicing skills, the performer is helped by receiving feedback about their performance. • FEEDBACK is ‘information received about a performance’. • There are 3 different types of feedback that help us understand our performance: • EXTERNAL • INTERNAL • KNOWLEDGE OF RESULTS

  8. EXTERNAL FEEDBACK • VISUAL • Demonstration showing model performance or fault • VIDEO record action and continually watch it • Written • A partner may mark on a checklist those points which are good or need improving

  9. EXTERNAL FEEDBACK • VERBALa Teacher, Coach or Partner can tell you the good points and points you need to work on to improve your performance. • Verbal feedback to a performer must begin with being positive to maintain motivation levels and confidence. • Feedback about a performance must be kept to 1 point at a time. Too much information at one time will only confuse a performer. Compare To Model Performance Suggest Improvements performance Check For improvements Watch performer ‘Positive’ Feedback On good points

  10. INTERNAL FEEDBACK • Internal feedback is referred to ‘Kinaesthetic’ feedback. • It refers to the ‘feel’ of different actions • An example of this would be; • A Diver or Gymnast knowing where segments of their body are during routines

  11. KNOWLEDGE OF RESULTS • Knowledge of Results is feedback received from the results of a game or practice. • This can come in the form of Scores, Times or Distance covered. • An example of this can come from you swimming; • Time Frontcrawl over 50m • Practice Frontcrawl technique and fitness over a training period • Go back and time Frontcrawl over 50m again • Has your time improved?

  12. EVALUATION • During your practical sessions you can practice and improve your ability to analyse a performance • Evaluating in SGPE has 2 parts: • Describing Performance • Analysing Performance

  13. EVALUATION • Describing a performance means stating what you see. • A helpful way of describing physical performance is to use B.O.S.S • B.O.S.S stands for: BODY, ORDER, SHAPE, SPEED • BODY • Which body parts are being usedand in what direction are they moving? • ORDER • In what order are these movements taking place? • SHAPE • What shape are the body parts throughout the movement? (curled/bent) • SPEED • At what speed do the movements take place?

  14. EVALUATION • Analysinga performance means studying the action to identify its ‘good’ and ‘bad’ points. • This information can then be given to the performer to improve their performance. • A good way to analyse performance is to use PEEB-D-TOT. • PEEB-D-TOT stands for: • Purpose, Effectiveness, External factors, Body factors, Decision making, Technique, Order, Timing

  15. EVALUATION • PEEB-D-TOT described using Breaststroke • Purpose • Work out what performer is trying to do. (move through water in streamlined position) • Effectiveness • Success in carrying out the purpose of the skill. If not successful then we must analyses to pinpoint the problem (compare to purpose) • External factors • Include weather, ground conditions, opposition. Performer has no control over these factors. (water conditions; pool or sea) • Body factors • Performers helped / hindered by size, shape or level of fitness. (tall swimmers have long levers and can swim faster. Body weight can limit performance)

  16. EVALUATION • Decision making • Has the performer selected the right skill for that given situation? (no real decision to make, may increase speed in a race) • Technique • Describes how the skill is performed against a model performer. (does technique compare to model?) • Order • Are the parts of the technique being carried out in the correct order? (pull, kick, glide in extended position) • Timing • Are parts of the technique coordinated and timed to take place at the correct moment for the skill to be successful? (technique executed in correct time?)

  17. EVALUATTION • GOOD EVALUATION: • Relevant • Focus on what is required (read the question) • Detail • E.g full turn, pointing toes, straight legs, kick from hips • Objective • State facts, not opinions • Positive • State how performance can be improved not just what's wrong

  18. REVISE AND GOODLUCK